Search

Search Results

• 221. [Article] Real World Object Naming from Infant Perspective

  53 pages. A thesis presented to the Department of Psychology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2...

  Citation × Citation Citation Abstract Copy Title: Real World Object Naming from Infant Perspective Author: Zakin, Alexandra Marie Year: 2017 53 pages. A thesis presented to the Department of Psychology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017 Title: Real World Object Naming from Infant Perspective Author: Zakin, Alexandra Marie Year: 2017 53 pages. A thesis presented to the Department of Psychology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2017 Close

• 222. [Article] Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care

  The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least ...

  Citation × Citation Citation Abstract Copy Title: Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care Author: Harwick, Robin Year: 2014 The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least 40-47% of all children in foster care. Youth with and without disabilities that experience the foster care system encounter barriers during the transition to adulthood that often lead to poor outcomes; including high rates of mobility, mental health concerns, or a lack of a consistent positive relationship with an adult. A national study determined that 2.5 to 4 years after a youth has aged out of the child welfare system only 54% had graduated from high school and only 17% were economically self sufficient. In order to move from a deficit-based to a strength-based approach it is important to gain a greater understanding of what helped young adults with disabilities that experienced foster care overcome barriers to graduation and aided their transition to adulthood. The findings from this dissertation study suggest and confirm prior research that improved systems and interagency collaboration, more training for professionals and caregivers, and self-determination and self-advocacy training for youth are needed to improve post school outcomes for youth with disabilities who experience foster care. The services and supports that were perceived as the most helpful in overcoming barriers were (a) access to mental health and disability services, (b) stable and positive relationships, (c) systems that provide a "safety net" during transition, and (d) post secondary support programs for alumni of foster care. On an individual level, resilience, self-determination, and self-advocacy seemed to contribute to participants' successful transition to adulthood. This dissertation study also demonstrates the variability of the social and relational contexts for youth in foster care, therefore a personalized, youth centered approach to case management is required during their transition to adulthood. Title: Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care Author: Harwick, Robin Year: 2014 The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least 40-47% of all children in foster care. Youth with and without disabilities that experience the foster care system encounter barriers during the transition to adulthood that often lead to poor outcomes; including high rates of mobility, mental health concerns, or a lack of a consistent positive relationship with an adult. A national study determined that 2.5 to 4 years after a youth has aged out of the child welfare system only 54% had graduated from high school and only 17% were economically self sufficient. In order to move from a deficit-based to a strength-based approach it is important to gain a greater understanding of what helped young adults with disabilities that experienced foster care overcome barriers to graduation and aided their transition to adulthood. The findings from this dissertation study suggest and confirm prior research that improved systems and interagency collaboration, more training for professionals and caregivers, and self-determination and self-advocacy training for youth are needed to improve post school outcomes for youth with disabilities who experience foster care. The services and supports that were perceived as the most helpful in overcoming barriers were (a) access to mental health and disability services, (b) stable and positive relationships, (c) systems that provide a "safety net" during transition, and (d) post secondary support programs for alumni of foster care. On an individual level, resilience, self-determination, and self-advocacy seemed to contribute to participants' successful transition to adulthood. This dissertation study also demonstrates the variability of the social and relational contexts for youth in foster care, therefore a personalized, youth centered approach to case management is required during their transition to adulthood. Close

• 223. [Article] Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment

  Students' use of technology for the purpose of academic and leisure pursuits is ever increasing. Technology access, and its subsequent use for the many varied forms of digital reading, is particularly ...

  Citation × Citation Citation Abstract Copy Title: Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment Author: Ramberg, Zachary Year: 2015 Students' use of technology for the purpose of academic and leisure pursuits is ever increasing. Technology access, and its subsequent use for the many varied forms of digital reading, is particularly timely and relevant for high school aged students that will likely interact with digital reading for years to come. The relationship between academic technology use, non-academic technology use, and students' scores on the 2009 Program for International Student Assessment (PISA) supplemental Digital Reading Assessment (DRA) as they related to gross domestic product (GDP) were explored in this study. Research questions were answered using extant data collected from the DRA and Information Communication Technology (ICT) survey portions of the 2009 PISA. Results indicated that academic and non-academic technology use ICT survey items were moderately correlated, however the academic and non-academic survey items were only weakly correlated to the DRA score. Moreover, the non-academic mean score was significantly higher than the academic mean score survey items. Finally, a regression analysis showed that GDP accounted for 3.28% of the variance; the non-academic survey explained 0.27% of the variance, while the academic technology use survey items only accounted for .05% of variance in the DRA. The relationship between academic and non-academic technology use as well as countries' overall DRA and GDP is further explored in the discussion. Title: Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment Author: Ramberg, Zachary Year: 2015 Students' use of technology for the purpose of academic and leisure pursuits is ever increasing. Technology access, and its subsequent use for the many varied forms of digital reading, is particularly timely and relevant for high school aged students that will likely interact with digital reading for years to come. The relationship between academic technology use, non-academic technology use, and students' scores on the 2009 Program for International Student Assessment (PISA) supplemental Digital Reading Assessment (DRA) as they related to gross domestic product (GDP) were explored in this study. Research questions were answered using extant data collected from the DRA and Information Communication Technology (ICT) survey portions of the 2009 PISA. Results indicated that academic and non-academic technology use ICT survey items were moderately correlated, however the academic and non-academic survey items were only weakly correlated to the DRA score. Moreover, the non-academic mean score was significantly higher than the academic mean score survey items. Finally, a regression analysis showed that GDP accounted for 3.28% of the variance; the non-academic survey explained 0.27% of the variance, while the academic technology use survey items only accounted for .05% of variance in the DRA. The relationship between academic and non-academic technology use as well as countries' overall DRA and GDP is further explored in the discussion. Close

• 224. [Article] Sedimentology and Stratigraphy of the Miocene-Pliocene Bouse Formation near Cibola, Arizona and Milpitas Wash, California: Implications for the Early Evolution of the Colorado River

  The ~5.6-4.8 Ma Bouse Formation, exposed along the lower Colorado River, contains a well exposed but debated record of river integration. Sedimentologic and stratigraphic analysis aid interpretation of ...

  Citation × Citation Citation Abstract Copy Title: Sedimentology and Stratigraphy of the Miocene-Pliocene Bouse Formation near Cibola, Arizona and Milpitas Wash, California: Implications for the Early Evolution of the Colorado River Author: Homan, Mindy Year: 2015 The ~5.6-4.8 Ma Bouse Formation, exposed along the lower Colorado River, contains a well exposed but debated record of river integration. Sedimentologic and stratigraphic analysis aid interpretation of depositional processes, relative water depth, depositional environments, stratal architecture, and basin-filling history. Data collected include detailed measured sections, facies descriptions, and fault measurements. Seven lithologically distinct units have been identified along with numerous marine sedimentary structures and fossils. The Bouse Formation preserves a systematic sequence-stratigraphic architecture that records two cycles of base level rise and fall. Lacustrine versus estuarine interpretation remains elusive, though new isotope and micropaleontology data suggest a shift from marine to lacustrine. Constructed stratigraphic facies panels reveal a wedging geometry indicative of syn- to post-depostional tilting, leading us to propose a "sag basin" model during deposition of the Bouse. Finally, the newly described Bouse upper limestone unit resolves a long-standing debate over the age of the first through-going river. Title: Sedimentology and Stratigraphy of the Miocene-Pliocene Bouse Formation near Cibola, Arizona and Milpitas Wash, California: Implications for the Early Evolution of the Colorado River Author: Homan, Mindy Year: 2015 The ~5.6-4.8 Ma Bouse Formation, exposed along the lower Colorado River, contains a well exposed but debated record of river integration. Sedimentologic and stratigraphic analysis aid interpretation of depositional processes, relative water depth, depositional environments, stratal architecture, and basin-filling history. Data collected include detailed measured sections, facies descriptions, and fault measurements. Seven lithologically distinct units have been identified along with numerous marine sedimentary structures and fossils. The Bouse Formation preserves a systematic sequence-stratigraphic architecture that records two cycles of base level rise and fall. Lacustrine versus estuarine interpretation remains elusive, though new isotope and micropaleontology data suggest a shift from marine to lacustrine. Constructed stratigraphic facies panels reveal a wedging geometry indicative of syn- to post-depostional tilting, leading us to propose a "sag basin" model during deposition of the Bouse. Finally, the newly described Bouse upper limestone unit resolves a long-standing debate over the age of the first through-going river. Close

• 225. [Article] Creating Female Community: Repetition and Renewal in the Novels of Nicole Brossard, Michelle Cliff, Maryse Condé, and Gisèle Pineau

  In this project I explore the creation of female community in the novels of four contemporary feminist writers: Nicole Brossard, Michelle Cliff, Maryse Condé, and Gisèle Pineau. I contend that in their ...

  Citation × Citation Citation Abstract Copy Title: Creating Female Community: Repetition and Renewal in the Novels of Nicole Brossard, Michelle Cliff, Maryse Condé, and Gisèle Pineau Author: Odintz, Jenny Year: 2015 In this project I explore the creation of female community in the novels of four contemporary feminist writers: Nicole Brossard, Michelle Cliff, Maryse Condé, and Gisèle Pineau. I contend that in their diverse representations of female community, these women writers provide collaborative feminist models of resistance, creative transformation, and renewal. Building on Judith Butler's articulation of agency as variation on repetition, I argue that these writers transform the space of the novel in order to tell these stories of community, revitalizing this form as a potential site of collaborative performance of identity. They offer an alternative vision that is not only feminist and collective, but also transnational, translinguistic, historical, and epistemological - challenging and reconfiguring the way in which we understand our world. I develop the project thematically in terms of coming-of-age through and into female community (what the communities in these novels look like and the relationship between individuals and communities, seen through the process of individual maturity). I then consider the formal construction of female community through the collective narrative voice (both within the novels and outside them, in the form of each writer's collective body of engaged feminist dialogue in interviews and theory). Finally, I explore female community through alternative genealogies and quests for origin (demonstrating the implications of these novels' vision for transforming a more traditional worldview, with transnational communities and the transmission of historical knowledge across generations of women). Title: Creating Female Community: Repetition and Renewal in the Novels of Nicole Brossard, Michelle Cliff, Maryse Condé, and Gisèle Pineau Author: Odintz, Jenny Year: 2015 In this project I explore the creation of female community in the novels of four contemporary feminist writers: Nicole Brossard, Michelle Cliff, Maryse Condé, and Gisèle Pineau. I contend that in their diverse representations of female community, these women writers provide collaborative feminist models of resistance, creative transformation, and renewal. Building on Judith Butler's articulation of agency as variation on repetition, I argue that these writers transform the space of the novel in order to tell these stories of community, revitalizing this form as a potential site of collaborative performance of identity. They offer an alternative vision that is not only feminist and collective, but also transnational, translinguistic, historical, and epistemological - challenging and reconfiguring the way in which we understand our world. I develop the project thematically in terms of coming-of-age through and into female community (what the communities in these novels look like and the relationship between individuals and communities, seen through the process of individual maturity). I then consider the formal construction of female community through the collective narrative voice (both within the novels and outside them, in the form of each writer's collective body of engaged feminist dialogue in interviews and theory). Finally, I explore female community through alternative genealogies and quests for origin (demonstrating the implications of these novels' vision for transforming a more traditional worldview, with transnational communities and the transmission of historical knowledge across generations of women). Close

• 226. [Article] Understanding Imitation: The Role of Motor and Perceptual Skills

  76 pages. A thesis presented to the Department of Human Physiology and Psychology, and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor ...

  Citation × Citation Citation Abstract Copy Title: Understanding Imitation: The Role of Motor and Perceptual Skills Author: Chesnutt, Erika Rose Year: 2014 76 pages. A thesis presented to the Department of Human Physiology and Psychology, and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2014. Title: Understanding Imitation: The Role of Motor and Perceptual Skills Author: Chesnutt, Erika Rose Year: 2014 76 pages. A thesis presented to the Department of Human Physiology and Psychology, and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2014. Close

• 227. [Article] Longitudinal Effects of Parental Sexual Communication on Adolescent Oral Sex Initiation: An Exploratoin of Gender Differences

  21 pages. A thesis presented to the Department of Counseling Psychology and Human Services and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree ...

  Citation × Citation Citation Abstract Copy Title: Longitudinal Effects of Parental Sexual Communication on Adolescent Oral Sex Initiation: An Exploratoin of Gender Differences Author: Ferry, Shannon Elizabeth Year: 2014 21 pages. A thesis presented to the Department of Counseling Psychology and Human Services and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2014. Title: Longitudinal Effects of Parental Sexual Communication on Adolescent Oral Sex Initiation: An Exploratoin of Gender Differences Author: Ferry, Shannon Elizabeth Year: 2014 21 pages. A thesis presented to the Department of Counseling Psychology and Human Services and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2014. Close

• 228. [Article] What am I in this scenario?

  8 pages

  Citation × Citation Citation Abstract Copy Title: What am I in this scenario? Author: Chen, Fei Year: 2015 8 pages Title: What am I in this scenario? Author: Chen, Fei Year: 2015 8 pages Close

• 229. [Article] Prospering from nature : helping landowners protect and enhance ecosystem services

  2 pages

  Citation × Citation Citation Abstract Copy Title: Prospering from nature : helping landowners protect and enhance ecosystem services Author: University of Oregon. Ecosystem Workforce Program Year: 2016, 2013 2 pages Title: Prospering from nature : helping landowners protect and enhance ecosystem services Author: University of Oregon. Ecosystem Workforce Program Year: 2016, 2013 2 pages Close

• 230. [Article] MAPPING SOCIO-POLITICAL PROGRESS: AN ANALYSIS OF VOTING RECORDS FROM WASHINGTON AND SOUTH CAROLINA

  38 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Summer 20...

  Citation × Citation Citation Abstract Copy Title: MAPPING SOCIO-POLITICAL PROGRESS: AN ANALYSIS OF VOTING RECORDS FROM WASHINGTON AND SOUTH CAROLINA Author: Palacios, Austin Miles Year: 2016 38 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Summer 2016. Title: MAPPING SOCIO-POLITICAL PROGRESS: AN ANALYSIS OF VOTING RECORDS FROM WASHINGTON AND SOUTH CAROLINA Author: Palacios, Austin Miles Year: 2016 38 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Summer 2016. Close